THE IMPACT OF MULTIMODAL LEARNING MATERIALS ON READING AND WRITING SKILLS OF YOUNG LEARNERS
Abstract
Multimodal learning materials have become a central feature of contemporary education, particularly in early language instruction. These materials combine written text, images, audio, video, and interactive digital tools to support diverse learning styles and cognitive processes. This study investigates the impact of multimodal learning materials on the development of reading and writing skills of young learners in primary education. Using a mixed-methods research design, both quantitative and qualitative data were collected to examine improvements in literacy performance and learner engagement. The results demonstrate that learners exposed to multimodal instruction show greater progress in reading comprehension, vocabulary development, spelling accuracy, and written expression than those taught through traditional text-based methods. In addition, multimodal resources significantly increase learner motivation, participation, and confidence in literacy-related tasks. The findings suggest that systematic integration of multimodal learning materials into early literacy curricula can enhance educational outcomes and support inclusive learning environments. This study contributes to existing research by providing empirical evidence on the effectiveness of multimodal instruction in developing foundational literacy skills among young learners.